https://tede.unioeste.br/handle/tede/507 2026-09-11T05:01:39Z 2026-09-11T05:01:39Z Santana, Rayssa Mariana Silva https://tede.unioeste.br/handle/tede/8642 2026-09-03T18:57:31Z 2025-12-11T00:00:00Z

Title: Codeverse: Um Jogo de RPG Digital para o Ensino e Aprendizagem de Conceitos Introdutórios de Programação Autor: Santana, Rayssa Mariana Silva Primeiro orientador: Boscarioli, Clodis Abstract: Teaching programming remains a major challenge, particularly in helping students understand introductory concepts and stay motivated. Codeverse: Hacking Worlds, an educational digital RPG developed in this work and based on the Revised Bloom’s Taxonomy, is designed to teach introductory programming content and provide an alternative way to reinforce foundational programmingconcepts.Theresearchwascarriedoutinseveralstages,includingaliteraturereview, a focus group with teachers to gather requirements, the creation of the Game Design Document, game development, the construction of a didactic sequence, and classroom implementation with students in the Technical High School in Informatics program. Data collection and analysis involved triangulation of pre- and post-tests, observations recorded in a logbook, and a questionnaire, providing an integrated view of learning, usability, and engagement. The results show learning gains with a normalized Hake gain of 0.40, along with evidence of increased autonomy, logical reasoning, and student engagement in the proposed activities. The findings indicate that educational digital games based on learning theories or taxonomies, such as Bloom’s Taxonomy, can enhance teaching and learning experiences in Computer Science. The evidence supports the conclusion that Codeverse has effectively integrated the cognitive, affective, and procedural dimensions of learning, making it a playful and accessible pedagogical resource. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2025-12-11T00:00:00Z Oliveira, Luana Gabriele Lima de https://tede.unioeste.br/handle/tede/8641 2026-09-02T18:50:48Z 2026-03-05T00:00:00Z

Title: A validação de uma WebQuest de temática multicultural e intercultural como processo teórico-metodológico na pesquisa em educação em ciências Autor: Oliveira, Luana Gabriele Lima de Primeiro orientador: Beber, Silvia Zamberlan Costa Abstract: Cultural diversity has always been present in societies, but it is in contemporary times that it has gained greater prominence in the educational field. In this context, Multicultural and Intercultural Science Education is configured as an approach that values different knowledge and identities, challenging homogeneous views of science and culture. In light of these assumptions, we developed a WebQuest as a theoretical methodological resource aimed at undergraduate students in Pedagogy, with the objective of articulating theory and practice in the mobilization of multicultural and intercultural principles in science teaching in the early years. The investigation, with a qualitative approach, focused on the elaboration and validation of this WebQuest, in order to ensure theoretical solidity, methodological coherence, and pedagogical relevance. The process was organized in stages that included initial construction, validation of the structure and content, re-elaboration, and empirical validation with participants, culminating in its final version. The data analysis was developed in light of the adopted theoretical framework and the contributions of experts, allowing for the problematization of potentialities and limitations. In this context, the research aims to validate a WebQuest as a theoretical-methodological process for promoting Multicultural and Intercultural Science Education in the initial training of educators, articulating theory and practice in the training of professionals sensitive to cultural diversity. With these purposes, we seek to answer the following guiding questions: “What is revealed in the totality of the WebQuest as a theoretical-methodological research resource in a qualitative investigation in the field of teacher training for science education?”; “How does the WebQuest enhance the problematization of sociocultural issues in science education, favoring the construction of critical and contextualized teaching in the initial training of educators?”; and “To what extent does the validation process of the WebQuest ensure its consistency as a theoretical methodological resource for qualitative research in the field of teacher training in science?”. The main results indicate that the WebQuest presents theoretical relevance in relation to the assumptions of Multicultural and Intercultural Science Education, structural clarity, and formative potential for articulating scientific knowledge and sociocultural issues in the school context. The contributions of the experts promoted adjustments to the WebQuest. Furthermore, empirical validation contributed significantly to the improvement of the WebQuest, by highlighting its applicability and pedagogical coherence. We conclude that the WebQuest is a promising theoretical methodological resource for the initial training of educators, by incorporating cultural diversity into science teaching. We also highlight the relevance of the validation process, which is still little explored in science education research. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-05T00:00:00Z Seibt, Mayara Teixeira da Silva https://tede.unioeste.br/handle/tede/8622 2026-08-25T20:39:31Z 2026-05-21T00:00:00Z

Title: Relações dialógicas estabelecidas por crianças na Educação Infantil na resolução de situações-problema abertas de estruturas aditivas e multiplicativas Autor: Seibt, Mayara Teixeira da Silva Primeiro orientador: Nogueira, Clélia Maria Ignatius Abstract: Early Childhood Education constitutes the first stage of Basic Education and serves as the foundation for subsequent stages of schooling. It encompasses the earliest phases of life – early childhood and childhood – which are crucial periods for a child's cognitive, social, and emotional development. From a very early age, children engage with scientific knowledge, such as mathematics, through playful experiences and interactions. This study is grounded in the theory of Dialogic Learning, which advocates the creation of dialogic and inclusive environments to foster holistic development. It is guided by the following research question: "What notions of additive and multiplicative structures are mobilized through the dialogic relationships established while children in the 'Infantil V' group (the final year of Early Childhood Education) solve open-ended problem situations?". The general objective is to analyze how the dialogic relationships established among children in the 'Infantil V' class during the resolution of open-ended problem situations influence their understanding of additive and multiplicative structures. This qualitative field study was conducted at a municipal school in western Paraná. Data collection involved video and audio recordings and written records obtained using the observation protocol in Appendix D. Data analysis was performed using content analysis – specifically thematic analysis, as proposed by Minayo (2007)—and was informed by Díez-Palomar’s (2017) classification, which distinguishes between "dialogic conversations" and "non-dialogic conversations". The study found that dialogic interactions were crucial for solving the open-ended problem situations and showed that the children engaged in dialogic conversations, using valid arguments to justify their answers and strategies; however, non-dialogic interactions – characterized by attempts to impose ideas – also occurred. In other words, the dynamics established within the interactive groups proved conducive both to the sharing of ideas, hypotheses, imaginative concepts, and strategies among peers and to the emergence of potential power imbalances that could lead to the imposition of ideas. In this regard, mediation proved essential to ensuring egalitarian dialogue among participants. The study concluded that implementing open-ended problem situations through a playful, contextualized approach fostered the children's use of additive and multiplicative structures. The findings aim to provide theoretical and methodological insights to enhance pedagogical practices in Early Childhood Education, prioritizing dialogue, interaction, and the construction of mathematical concepts. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-05-21T00:00:00Z Nahirne, Ana Paula https://tede.unioeste.br/handle/tede/8621 2026-08-25T20:20:29Z 2026-03-05T00:00:00Z

Title: A mobilização de conhecimentos tecnológicos, pedagógicos e de conteúdo na Modelagem Matemática com Tecnologias Digitais Autor: Nahirne, Ana Paula Primeiro orientador: Boscarioli, Clodis Abstract: The integration of digital technologies in education requires that, beyond content knowledge, teachers incorporate these technologies in a multifaceted way with methodologies that connect teaching to students' contexts, such as Mathematical Modeling. This need gives rise to theoretical implications that support the Technological and Pedagogical Content Knowledge (TPACK) model, which emphasizes the interrelationships among teachers' knowledge of technology, pedagogy, and content, along with the contextual knowledge that guides pedagogical practice. This study aims to understand the possibilities, limitations, and challenges involved in mobilizing technological, pedagogical, content, and contextual knowledge by mathematics teachers when developing Mathematical Modeling practices with digital technologies. We assume that technology, when experienced pedagogically and aligned with defined learning objectives that focus on the mobilization and appropriation of knowledge, can enhance mathematics teaching of mathematics through Mathematical Modeling. Based on this, the following question is posed: In the professional development of teachers who teach mathematics through Mathematical Modeling with digital technologies, what teaching knowledge needs to be mobilized? The investigation adopted a qualitative and multi-methodological approach, using a multi-paper format comprised of four articles with complementary functions in the analytical process. The first article systematizes and characterizes TPACK knowledge, providing the theoretical foundation for understanding the knowledge mobilized in teaching mathematics with digital technologies. The second maps research on TPACK in mathematics education, highlighting trends, recurring themes, predominant technologies, and gaps, especially in the context of initial and continuing teacher education. The third develops a conceptual articulation between Mathematical Modeling and digital technologies, explaining, through an interweaving framework, how the phases of Mathematical Modeling and digital technologies are connected in the mobilization of TPACK knowledge, linked to students' contexts. The fourth article analyzes continuing education in Mathematical Modeling with digital technologies and highlights processes of appropriation and mobilization of this knowledge, shaped by contextual factors. In summary, it is argued that the professional development of mathematics teachers is structured in light of TPACK, through the dynamic and reflective integration of technological, pedagogical, content, and contextual knowledge, in which Mathematical Modeling, as a pedagogical practice, enables the re-signification of instrumental understandings of digital technologies toward intentional and contextualized pedagogical integration in mathematics teaching. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-03-05T00:00:00Z